Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge:
Content (CK)
Pedagogy (PK)
Technology (TK)
See Figure above. As must be clear, the TPACK framework builds on Shulman’s idea of Pedagogical Content Knowledge TPACK Image (rights free). Click on the image to view a high resolution version that is Rights free. You are free to use and reproduce this version of the image in your own non-profit works, including dissertations. Please cite http://tpack.org/ as the source.
The TPACK approach goes beyond seeing these three knowledge bases in isolation. On the other hand, it emphasizes the new kinds of knowledge that lie at the intersections between them.
Considering P and C together we get Pedagogical Content Knowledge (PCK),
Considering T and C taken together, we get Technological Content Knowledge (TCK), the knowledge of the relationship between technology and content.
At the intersection of T and P, is Technological Pedagogical Knowledge (TPK), which emphasizes the existence, components and capabilities of various technologies as they are used in the settings of teaching and learning.
Finally, at the intersection of all three elements is Technological Pedagogical Content Knowledge (TPACK). True technology integration is understanding and negotiating the relationships between these three components of knowledge.
A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator).
Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, [transactional] relationship between all three components.
What is TPACK?
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teachingAt the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge:
- Content (CK)
- Pedagogy (PK)
- Technology (TK)
See Figure above. As must be clear, the TPACK framework builds on Shulman’s idea of Pedagogical Content KnowledgeTPACK Image (rights free). Click on the image to view a high resolution version that is
Rights free. You are free to use and reproduce this version of the image in your own non-profit works, including dissertations.
Please cite http://tpack.org/ as the source.
The TPACK approach goes beyond seeing these three knowledge bases in isolation. On the other hand, it emphasizes the new kinds of knowledge that lie at the intersections between them.
Finally, at the intersection of all three elements is
Technological Pedagogical Content Knowledge (TPACK). True technology integration is understanding and negotiating the relationships between these three components of knowledge.
A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator).
Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, [transactional] relationship between all three components.